Resumo

CASTRO AZUARA, María Cristina; HERNANDEZ RAMIREZ, Aurora  e  NAVA NAVA, Refugio. Towards a Comprehensive Methodology for the Development of Literacy in Intercultural Bilingual Education. Folios [online]. 2022, n.55, pp.185-198.  Epub 22-Jul-2022. ISSN 0123-4870.  https://doi.org/10.17227/folios.55-12958.

This reflection paper discusses the relevance of generating a comprehensive methodology for the teaching of indigenous languages in the context of intercultural bilingual education in Mexico. We start from the proposition that, although there are guidelines to conduct the operation of intercultural bilingual education to guarantee quality in education with cultural relevance for indigenous people, these have not been materialized ineffective methodologies for the teaching of orality, reading, and writing in the original languages. For this reason, based on a theoretical foundation from the New Literacy Studies and Genre-Based Pedagogy, we show the relevance of approaching the teaching of indigenous languages from an intercultural perspective which, in addition to facilitating the acquisition of the code, allows students to recognize themselves as active members in their immediate surroundings by learning the literacy practices of their community and integrating them into the school practices. We conclude that only through additive bilingualism, guided by methodologies and pedagogical intervention plans based on a social view of language, it will be possible for indigenous boys and girls to exercise their right to participate in reading and writing in their languages while getting involved in social practices that would help them build knowledge to access better life opportunities inside and outside their communities.

Palavras-chave : multicultural bilingual education; teaching indigenous languages; literacy; social practices; discourse genre.

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